TPO 43
- Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do?
--Interrupt and correct the mistake right away
--Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader
--Say nothing
It is a highly debated issue which is the best thing to do while the teacher says something wrong. While some may think that the right timing to correct the mistake is after the class or the meeting, it is my firm belief that interrupting and correcting the mistake right away is the best thing to do. The following discussion reveals my stand and reasoning.
First of all, the purpose for students to attend classes is to gain knowledge, and correcting the mistake right away can increase the learning efficiency. College students in Taiwan usually do not like to correct the mistakes of professors, this is because they are afraid to be wrong and become a joke in front of classmates. However, my personal experience is a compelling example that correcting mistakes right away is definitely the most efficient way to learn. Since students in my department do not like to answer professors' questions during classes, professors tend to ask few questions. In the course 'Analysis', the professor needed to prove long and complicated theorems, it is not likely that there are no mistakes in every step of proof. One time, finding out that there is a missing step in a proof, I thought maybe I misunderstood something and did not report the mistake right away. After class, I spend a lot of time studying with my classmates to understand that single line of the proof, but we still cannot understand it. Till the next class did we understand that the professor skipped a part of the proof, suggesting that part is trivial. That is when I understand that interrupting professors when they make mistakes is not a shame, since they will not be angry to be correct, and others may have the same question. Most importantly, I can save myself plenty of time trying to understand that mistake.
Besides, students care about having good relationships with teachers and classmates. By raising questions and correcting professors during class, classmates and teachers will remember which student is positive. For instance, after the experience of the 'Analysis' course, I ask questions whenever what the professor said was unclear. Later at the course 'Algebra', the professor likes to make mistakes intensely and see whether students are concentrating. He noticed that I was always the first student to raise a hand and corrected him. Likewise, other classmates thought of me as a hard-working student. Accordingly, many classmates like to ask me problems after class, which increase our bond and eventually become good friends with each other. Furthermore, the professor thought of me as a good student and asked me to join and do research in his lab, even offering me the job of a teaching assistant of the course 'Algebra'.
To sum up, with the reasons mentioned above, I believe that interrupting and correcting the mistake right away is the best thing to do.
Transition Words or Phrases used:
accordingly, besides, but, first, furthermore, however, likewise, may, so, still, while, for instance, first of all, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 15.1003584229 159% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 46.0 43.0788530466 107% => OK
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2375.0 1977.66487455 120% => OK
No of words: 480.0 407.700716846 118% => OK
Chars per words: 4.94791666667 4.8611393121 102% => OK
Fourth root words length: 4.68069463864 4.48103885553 104% => OK
Word Length SD: 2.81063132365 2.67179642975 105% => OK
Unique words: 228.0 212.727598566 107% => OK
Unique words percentage: 0.475 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 719.1 618.680645161 116% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 37.2379272133 48.9658058833 76% => OK
Chars per sentence: 107.954545455 100.406767564 108% => OK
Words per sentence: 21.8181818182 20.6045352989 106% => OK
Discourse Markers: 5.72727272727 5.45110844103 105% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.204627958897 0.236089414692 87% => OK
Sentence topic coherence: 0.0680857579675 0.076458572812 89% => OK
Sentence topic coherence SD: 0.0737640779575 0.0737576698707 100% => OK
Paragraph topic coherence: 0.179360545836 0.150856017488 119% => OK
Paragraph topic coherence SD: 0.0929307832599 0.0645574589148 144% => OK
Essay readability:
automated_readability_index: 12.8 11.7677419355 109% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.43 10.9000537634 105% => OK
dale_chall_readability_score: 7.64 8.01818996416 95% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.